help me please asapppppp it should be marked in 6mins​ hurry up

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the question doesn't look clear

The best research design that Dr. Hendry uses to conduct research on pay rates and employee satisfaction, which involves randomly assigning new employees to one of two different salaries, is a "Randomized Controlled Trial (RCT)."

Randomized Controlled Trials (RCTs) are scientific studies that examine the effectiveness of interventions, medications, or treatments. These trials randomly assign individuals to either the treatment or control groups to minimize the risk of selection bias, thus maximizing the accuracy of the findings.

RCTs are regarded as the gold standard for determining the efficacy of interventions because they allow for statistical analysis to show the effectiveness of the intervention while minimizing other variables that may influence the outcome of the study.

Since Dr. Hendry conducts research on pay rates and employee satisfaction by randomly assigning new employees to one of two different salaries and keeping all other factors constant, the design that best describes her research is an RCT.

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Answer:

The number before a variable. For example, 4x. 4 would be the coefficient, and x would be the variable.

Answer:

A numerical or constant quantity placed before and multiplying the variable in a algebraic expression

Answer:

42ft

Step-by-step explanation:

Area = L×B

7 ft × 6ft

=42 ft

Hope this helps you

Answer:

21 cm²

Step-by-step explanation:

Area of triangle is base x height

                                        2

6 x 7 = 42

42/2 = 21

I hope this helps.

The functions y = 2 (1/5)^x - 5 and y = 4^x are compared as follows

                                  y = 2 (1/5)^x - 5             y = 4^x

Initial value:               2                                    1

base function:        1/5 = decay function       4 = growth function

Translation:             5 units down                    no transformation

A decay function is a mathematical function used in various fields such as physics, engineering, economics, and machine learning, to model the reduction or decline of a value over time.

It is a type of function that decreases at a rate proportional to its current value, so that it approaches zero as time progresses.

Decay function are exponential functions with the base function as

This is the opposite of growth function which has values greater than 1

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The inverse of the function f(x) = 2x+1 is (x-1)/2.

The output of a function is returned by the inverse function, which also returns the initial value. Consider the inverse relationship between the functions f and g: f(g(x)) = g(f(x)) = x. The initial value is fetched via a function that is its inverse.

Given;

Function, f(x) = 2x + 1.

To find the inverse of the function:

First, let y = f(x)

That is,

y = 2x +1

Then, make x the subject of the equation

y = 2x + 1

To make x the subject of this equation:

First, subtract 1 from both sides

We get

y -1 = 2x

Now, divide both sides by 2.

x = (y-1)/2

Now, rewrite as f⁻¹(x) by replacing y by x.

That is,

f⁻¹(x)  =  (x-1)/2

Therefore, the inverse of the function f(x) is (x-1)/2.

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Answer:

( x , y )

Step-by-step explanation:

hope this helps

Answer:

Exact Form:

2√61

Decimal Form:

15.62049935…

Step-by-step explanation:

I think lol

Answer:

X=5

Step-by-step explanation:

2x+6=16

2x-6+6=16-6

2x=10

2X/2=10/2

X=5

Given:

Total number of girls in her class = 16

Total number of boys in her class = 14

To find:

The number of different ways of choosing one girl and one boy.

Solution:

We have,

Total number of girls = 16

Total number of boys = 14

So,

Total number of ways to select one girl from 16 girls = 16

Total number of ways to select one boy from 14 boys = 14

Now, number of different ways of choosing one girl and one boy is

\(16\times 14=224\)

Therefore, the required number of different ways is 224.

a. The number of  different ways of choosing one girl and one boy is 226

Total number of ways to select one girl from 16 girls = 16

Total number of ways to select one boy from 14 boys = 14

So, the number should be

\(= 16 \times 14\)

= 224

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We will get that the angle theta is:

θ = β/2

Remember that the sum of the interior angles of any triangle must be equal to 180°.

Now, looking at the triangle in the left, we can see that the top angle is equal to:

180 - 2α

The right angle is equal to:

180 - 2β

And the left angle is α

Then we can write:

α + (180 - 2α) + (180 - 2β) = 180

-α - 2β = -180

α = 180 - 2β

Now we can go to the other triangle, where theta is, and write:

α + β + 2θ = 180

Replacing what we found above, we get:

180 - 2β + β + 2θ = 180

-β + 2θ = 0

θ = β/2

That is the best simplification we can get with the given diagram.

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Answer:

23 more cubes

Step-by-step explanation:

If it's 2 times as long, the length is 2

If it's 3 times as wide, the width is 3

It it's 4 times as high, the height is 4

2 · 3 · 4 = 24, which is 23 more than 1

9.

J (0 , -10)

gradient/slope(m) = 2.

We're asked to find K if K is the X- Intercept.

At the x intercept... the corresponding y value is zero. This concept should be pretty clear.

Reason is...

At the Point where the line touches the x axis...If you trace the y value... It will be at point zero(0).

With this Knowledge

We're able to interprete that the points of K is

(x" , 0)

Where x" represents the x coordinate of K

So

J ( 0, - 10)

K ( x" , 0)

m= 2.

Applying the Gradient/Slope Formula

m = y₂ - y₁/x₂ - x₁

x₁ = 0 y₁ = -10

x₂ = x" y₂ = 0

Substituting

2 = 0 - ( -10)/ (x" - 0)

2 = 10/x"

x" = 10/2

x" = 5.

Coordinates of Point K is ( 5 , 0).

THIS IS YOUR ANSWER!.

10.

Total Time Taken = 16secs

10a). We're asked to calculate the rate of speed change for the first 5secs.

This is another way of saying "Calculate Acceleration" in the first 5sec of Motion.

Why?

Acceleration is the rate of change of speed or the rate at which speed changes.

acceleration = v - u/t

where v = Final Speed

u = initial Speed.

Looking at the graph

You see that

Initial speed(u) = 1m/s

Final Speed(v) = 9m/s

t = 5secs

Acceleration = 9 - 1/ 5

a = 8/5

a = 1.6m/s².✅

10b)

We're asked to calc "t" from the graph.

Given that the acceleration at "t" untill 16sec(end of motion) is 2m/s².

This simply means that Constant Acceleration was held from "t" to the end of the Motion.

Do not confuse Constant Acceleration for Constant Velocity.

At Constant Velocity... Acceleration is zero(0)

At Constant Acceleration...Velocity Changes Uniformly or at the same rate each second and this is what we're dealing with in this question.

Taking the same step as we used in calculating acceleration above

Given a= 2m/s²

a = v - u/∆t

Where ∆t means time change or difference.

From "t" to 16

The change in time is 16 - "t"

2 = 21 - 9/( 16 - t)

2 = 12/16-t

16-t = 12/2

16 - t = 6

t = 16 - 6

t = 10secs.✅

Have a great Day!.

Step-by-step explanation:

\(\large\underline{\sf{Solution-}}\)

Given expression is

\(\rm :\longmapsto\:tan75\degree + cot75\degree \)

Consider

\(\rm :\longmapsto\:tan75\degree \)

\(\rm \:  =  \: tan(45\degree + 30\degree )\)

\(\rm \:  =  \: \dfrac{tan45\degree + tan30\degree }{1 - tan45\degree \times tan30\degree } \)

\(\rm \:  =  \: \dfrac{1 + \dfrac{1}{ \sqrt{3} } }{1 - 1 \times \dfrac{1}{ \sqrt{3} } } \)

\(\rm \:  =  \: \dfrac{1 + \dfrac{1}{ \sqrt{3} } }{1 - \dfrac{1}{ \sqrt{3} } } \)

\(\rm \:  =  \: \dfrac{ \sqrt{3} + 1 }{ \sqrt{3} - 1} \)

On rationalizing the denominator, we get

\(\rm \:  =  \: \dfrac{ \sqrt{3} + 1 }{ \sqrt{3} - 1} \times \dfrac{ \sqrt{3} + 1 }{ \sqrt{3} + 1 } \)

\(\rm \:  =  \: \dfrac{ {( \sqrt{3} + 1)}^{2} }{ {( \sqrt{3}) }^{2} - {(1)}^{2} } \)

\(\rm \:  =  \: \dfrac{3 + 1 + 2 \sqrt{3} }{3 - 1} \)

\(\rm \:  =  \: \dfrac{4+ 2 \sqrt{3} }{2} \)

\(\rm \:  =  \: \dfrac{2(2+ \sqrt{3} )}{2} \)

\(\rm \:  =  \: 2 + \sqrt{3} \)

\(\rm\implies \:\boxed{\tt{ tan75\degree = 2 + \sqrt{3} \: }}\)

Now,

\(\rm :\longmapsto\:cot75\degree \)

\(\rm \:  =  \: \dfrac{1}{tan75\degree } \)

\(\rm \:  =  \: \dfrac{1}{2 + \sqrt{3} } \)

On rationalizing the denominator, we get

\(\rm \:  =  \: \dfrac{1}{2 + \sqrt{3} } \times \dfrac{2 - \sqrt{3} }{2 - \sqrt{3} } \)

\(\rm \:  =  \: \dfrac{2 - \sqrt{3} }{ {(2)}^{2} - {( \sqrt{3}) }^{2} } \)

\(\rm \:  =  \: \dfrac{2 - \sqrt{3} }{4 - 3} \)

\(\rm \:  =  \: 2 - \sqrt{3} \)

\(\bf\implies \:\boxed{\tt{ cot75\degree = 2 - \sqrt{3} \: }}\)

Now, Consider

\(\rm :\longmapsto\:tan75\degree + cot75\degree \)

\(\rm \:  =  \: 2 + \sqrt{3} + 2 - \sqrt{3} \)

\(\rm \:  =  \: 4\)

Hence,

\(\rm\implies \:\boxed{\tt{ tan75\degree + cot75\degree = 4 \: }}\)

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬

\(\rm :\longmapsto\:tan75\degree + cot75\degree \)

\(\rm \:  =  \: tan75\degree + \dfrac{1}{tan75\degree } \)

\(\rm \:  =  \: \dfrac{ {tan}^{2}75\degree + 1}{tan75\degree } \)

\(\rm \:  =  \: \dfrac{1}{\dfrac{tan75\degree }{1 + {tan}^{2} 75\degree } } \)

\(\rm \:  =  \: \dfrac{2}{\dfrac{2tan75\degree }{1 + {tan}^{2} 75\degree } } \)

We know,

\(\rm :\longmapsto\:\boxed{\tt{ \frac{2tanx}{1 + {tan}^{2} x} = sin2x}}\)

\(\rm \:  =  \: \dfrac{2}{sin150\degree } \)

\(\rm \:  =  \: \dfrac{2}{sin(180\degree - 30\degree )} \)

\(\rm \:  =  \: \dfrac{2}{sin30\degree } \)

\(\rm \:  =  \: 2 \times 2\)

\(\rm \:  =  \: 4\)

Hence,

\(\rm\implies \:\boxed{\tt{ tan75\degree + cot75\degree = 4 \: }}\)

Answer:

B

Step-by-step explanation:

The expression (3.6 * 10^-5) / (1.8 * 10^2) can be calculated as = 2 * 10^-7

A canonical, normal, or standard form of a mathematical object is a conventional manner of presenting that item as a mathematical expression in mathematics and computer science. It is frequently the one that gives the simplest representation of an item and allows it to be identified in a unique fashion.

A quantity is said to be stated in standard form if it is written as the product of a power of ten and a number higher than or equal to one but less than ten (or scientific notation).

The expression (3.6 * 10^-5) / (1.8 * 10^2) can be calculated as follows:

=3.6 * 10^-5 / (1.8 * 10^2)

= (3.6 / 1.8) * (10^-5 / 10^2)

= 2 * 10^-7

Therefore, the answer in standard form is 2 * 10^-7.

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keeping in mind that a function does not have any X-Repeats, that is, the 1st coordinate in every pair never repeats, Check the picture below.

We can be 90% confident that the true mean additional tax owed in the population of audited estate tax returns falls between $3044.92 and $3875.08.

To construct a 90% confidence interval for the mean additional tax owed in a random sample of 100 audited estate tax returns, we need to use a t-distribution because the population standard deviation is not known. The formula for the confidence interval is:

CI = x' ± t*(s/√n)

Where x' is the sample mean, s is the sample standard deviation, n is the sample size, and t is the t-value from the t-distribution with (n-1) degrees of freedom and a 90% confidence level.

The t-value for a 90% confidence level with 99 degrees of freedom (n-1=100-1=99) is 1.660.

Substituting the values given in the problem, we get:

CI = 3460 ± 1.660*(2520/√100)

CI = 3460 ± 415.08

CI = (3044.92, 3875.08)

This means that if we were to repeat this sampling process many times, 90% of the time the true mean would be captured by the confidence interval.

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Complete question is:

In a random sample of 100 audited estate tax returns, it was determined that the mean amount of additional tax owed was $3460 with a standard deviation of $2520

Construct and interpret a 90% confidence interval for the mean additional.

No, these two events cannot be disjoint. Disjoint events, also known as mutually exclusive events, are events that cannot occur simultaneously.

In other words, if events A and B are disjoint, it means that the occurrence of one event excludes the possibility of the other event occurring.

However, in this case, we are given that P(A) > 0 and P(B) > 0. This means that both events A and B have non-zero probabilities of occurring. Since both events have a positive probability, they cannot be disjoint because there is a possibility of their intersection, where both events occur simultaneously.

Disjoint events would have the property that P(A ∩ B) = 0, indicating that their intersection is an empty set. But given that P(A) > 0 and P(B) > 0, it implies that there is some non-zero probability for the events A and B to occur together, making them not disjoint.

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Answer: 87.6719183867

Step-by-step explanation:

Exact Form: √ 7686.3652736

Decimal Form: 87.67191838 …

Step-by-step explanation: The radical cannot be simplified, but it can be approximated.

Give me brainliest or a thank you pls :)

The number of DVDs shipped is, 20000 less that the previous year ,

Therefore, the integer -20000 can be used to describe the change.

The value of X is not clearly defined in the given expression. It seems to be a combination of variables and elements within braces. Without further information, it is difficult to determine the exact meaning or value of X.

To explain the expression "AY-YA," it seems to involve a set operation with two sets A and Y. However, the specific set elements of A and Y are not provided, making it impossible to perform the operation. In order to explain the labels on X, it is necessary to have more context or information about the nature of the labels and their relationship to the elements in X. Finally, the term "cy" is not well-defined and does not seem to relate to the given expression. Without additional information, it is not possible to provide a meaningful explanation for the term "cy" or its connection to topology.

In summary, the given expression lacks clarity and context, making it difficult to provide a specific answer or explanation. Further information or clarification is needed to provide a more meaningful response.

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The value of X is not clearly defined in the given expression. It seems to be a combination of variables and elements within braces. Without further information, it is difficult to determine the exact meaning or value of X.

To explain the expression "AY-YA," it seems to involve a set operation with two sets A and Y. However, the specific set elements of A and Y are not provided, making it impossible to perform the operation. In order to explain the labels on X, it is necessary to have more context or information about the nature of the labels and their relationship to the elements in X. Finally, the term "cy" is not well-defined and does not seem to relate to the given expression. Without additional information, it is not possible to provide a meaningful explanation for the term "cy" or its connection to topology.

In summary, the given expression lacks clarity and context, making it difficult to provide a specific answer or explanation. Further information or clarification is needed to provide a more meaningful response.

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Answer:

b = 6

Step-by-step explanation:

18 = 3b

3b = 18

b = 18/3

b = 6

Answer:

6

Step-by-step explanation:

divide 18 by 3 you will get the answer 6

Answer:

see image below

The statements that are true are:

Statement A: Figure A was reflected from the third quadrant to the second quadrant

Statement B: Triangle DEF was reflected over the x-axis

The False statements are:

Statement C: The image of DEF is in quadrant 3

Statement D: The reflection of A can be represented by (-x, y)

Statement E: The reflection of DEF can be represented by (-x, y)

the only student that is correct is Stepheh. "The vertex is at (–4, –1)."

Here we have the quadratic equation:

f(x) = (x + 3)*(x + 5)

The first claim is: "The y-intercept is at (15, 0)."

This is clearly false, as the y-intercept is at x = 0, and in that point we have x = 15.

The second claim is:

"The x-intercepts are at (–3, 0) and (5, 0)"

This is false, in the factored equation we can see that the x-intercepts are x =-3 and x = -5.

Third claim:

"The vertex is at (-4, -1)"

The middle value between the zeros is:

(-3 + (-5))/2 = -4

Evaluating the function in x = -4 we get the y-value of the vertex:

f(-4) = (-4 + 3)*(-4 + 5) = -1*1 = -1

So the vertex is at (-4, -1), this claim is true.

The fourth claim is:

"The midpoint between the x-intercepts is at (4, 0)."

Which is false, we already saw that the midpoint between the x-intercepts is at x = -4

Then the only student that is correct is Stepheh. "The vertex is at (–4, –1)."

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Answer:

He would be making 544.8$ each week

Step-by-step explanation:

Answer:

i think its what you want....